SKILLS21 is on hold for the 2024/25 academic year. If you have questions about recognition of your participation, please email myinvolvement [at] mcgill.ca.
缅北强奸
Resources
Works cited and consulted for the Facilitator听Guide by section, and related resources
Initiate
Brown, N., & Leigh, J. (2020). Ableism in academia : theorising experiences of disabilities and chronic illnesses in higher education. London : UCL Press. Retrieved from: https://mcgill.on.worldcat.org/oclc/1198373760听
CAST. (n.d.). 鈥淎bout Universal Design for Learning鈥�. Web Link. Retrieved from: https://www.cast.org/impact/universal-design-for-learning-udl听
Center for Excellence in Learning and Teaching, Iowa State University. (n.d.). 鈥淩evised Bloom鈥檚 Taxonomy鈥�. Web Link. Retrieved from:
Menard, C. (2019). 鈥淧owerPoint: use live Subtitles in your presentation鈥�. YouTube: Chris Menard. Retrieved from: https://youtu.be/3glVapywOEA听
Microsoft. (n.d.). 鈥淕et your document鈥檚 readability and level statistics鈥�. Web Link. Retrieved from: https://support.microsoft.com/en-us/office/get-your-document-s-readability-and-level-statistics-85b4969e-e80a-4777-8dd3-f7fc3c8b3fd2?ui=en-us&rs=en-us&ad=us鈥�
Microsoft. (2020). 鈥淗ow to turn on live captions in Microsoft Teams鈥�. YouTube: Microsoft Education. Retrieved from https://youtu.be/yJzD6v7OrZw
Microsoft. (2020). 鈥淗ow to use Office 365 Accessibility Checker鈥�. YouTube: Microsoft Helps. Retrieved from https://youtu.be/0sC_JVgCtJU
Morin, A. (n.d). 鈥淲hat is Universal Design for Learning (UDL)?鈥�. Web Link. Retrieved from https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-it-works
National Educational Association of Disabled Students. (2018). 鈥淟andscape of Accessibility and Accommodation in Post-Secondary Education for Students with Disabilities鈥�. Web Link. Retrieved from https://www.neads.ca/en/about/media/AccessibilityandAccommodation%202018-5landscapereport.pdf
National Educational Association of Disabled Students. (n.d.). 鈥淪uccess in STEM; Accessibility in the Classroom鈥�. Web Link. Retrieved from: https://www.neads.ca/en/about/projects/stem/stem_Classroom.php
Nelson, L.L. (2014). Design and deliver : planning and teaching using universal design for learning. Baltimore, Maryland : Paul H. Brookes Publishing Co. Available at 缅北强奸: https://mcgill.on.worldcat.org/oclc/868069382
Novak, K. (2021). 鈥淲hat is UDL鈥�. YouTube Video. YouTube: Novak Educational Consulting. Retrieved from: https://www.youtube.com/watch?v=eYN-qrKIIYI听
Oakland University. (2014). 鈥淓ngagement: Universal Design for Learning Principle鈥�. Web Link. Retrieved from: https://www.oakland.edu/Assets/Oakland/cetl/files-and-documents/QuickNotes/UDL_EngagementQNFeb9.pdf听
Ravenhall, A. (2018). 鈥淚nclusive Design for Accessible Presentations鈥� . Web Link. Retrieved from: https://www.smashingmagazine.com/2018/11/inclusive-design-accessible-presentations/
Regier, C. (2021). 鈥淗ow to use closed captions, transcripts and subtitles in Zoom meeting鈥�. YouTube: Patricia Regier. Retrieved from: https://youtu.be/6TN08OcUTEY
Teaching and Learning Services, 缅北强奸. (n.d.) 鈥淟earning with Zoom鈥�. Web Link. Retrieved from: /tls/students/learning-resources/learning-zoom
The University of Texas at Austin Wiki. (2014). 鈥淭A Skills for Managing Discussion鈥擯lanning". Web Link. Retrieved March 2018 from the UTA Wiki:听
The University of Queensland. (n.d). 鈥淟earning Outcomes". Web Link. Retrieved from:听
University of British Columbia. (2016). 鈥淢ini-lessons Basics/BOPPPS Model for Planning Lessons (Teaching and Learning)鈥�. Web Link. Retrieved from:
University of Pittsburgh. (n.d.) 鈥淭A Handbook: The Teaching Assistant Experience鈥�. Web Link. Retrieved from:
Plan
Ali, Amy. (2011). 鈥淐lassroom Management Techniques鈥�. Crisis Prevention Institute. Blog. Retrieved from:
Barkley, E.F., et al. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: John Wiley and Sons. Retrieved from:
Brookfield, S.D, and Preskill, S.(2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms.听San Francisco: Jossey Bass. Retrieved from:
Bowman, S. L. (1997). Presenting with Pizzazz: Terrific Tips for Topnotch Trainers. Glenbrook, Nev: Bowperson Pub. Print.
Bowman, S. L. (2003).鈥� How to Give It So They Get It: A Flight Plan for Teaching Anyone Anything and Making It Stick. Glenbrook, Nev: Bowperson Pub. Print.
Bowman, S. L. (2003). Preventing Death by Lecture!: Terrific Tips for Turning Listeners into Learners. Glenbrook, Nev: Bowperson Pub. Print.
Bozarth, J. (2008). From Analysis to Evaluation: Tools, Tips, and Techniques for Trainers. New York: Wiley. Retrieved from: https://mcgill.on.worldcat.org/oclc/228416452
Butterworth, J. & Malz, J. (2016). Workshop facilitation skills [Power Point slides].
Canadian Association of University Teachers. (n.d.) 鈥淕uide to Acknowledging First Peoples & Traditional Territory鈥�. Web page. Retrieved from: https://www.caut.ca/content/guide-acknowledging-first-peoples-traditional-territory听
Cashin, W. E. (2011). 鈥淓ffective Classroom Discussions鈥�. Idea Paper, Web Link. Retrieved from:
Center for Teaching, Vanderbilt University. (n.d.). 鈥淒ifficult Dialogues鈥�. Web Link. Retrieved
from:
Facing History and Ourselves. (n.d). 鈥淭eaching Strategies鈥�. Web Link. Retrieved from:
Faculty of Arts, 缅北强奸. (2018). 鈥淏uilding Connections in the Classroom 鈥� A Toolkit for Instructors in the Faculty of Arts鈥�. Web page. Retrieved from /tls/files/tls/arts_toolkit_-_version_2_3.pdf听
Felder, R. and Brent, R. (n.d.). 鈥淎ctive Learning: An Introduction鈥�. Web Link. Retrieved from:
First People鈥檚 House, 缅北强奸. (n.d.). 鈥淭erritorial Acknowledgement鈥� Web page. Retrieved from /fph/welcome/traditional-territory
Harappa Learning Private Limited. (2022). 鈥淭he Ladder of Inference: A Four-Step Approach鈥�.听 Blog post. Retrieved from https://harappa.education/harappa-diaries/ladder-of-inference/
Indigenous Initiatives, 缅北强奸 University. (n.d.). 鈥�Learn about the Land and Peoples of 罢颈辞丑迟颈脿:办别/ Montreal鈥�. Web Page. Retrieved from /indigenous/land-and-peoples/learn-about-land-and-peoples-tiohtiake-montreal听
Kanien'keh谩:ka Onkwaw茅n:na Raotiti贸hkwa, Language & Cultural Center, 鈥淧ersonal Communication鈥�. March, 25, 2015.
Liberating Structures. (n.d.). Web page. Retrieved from https://www.liberatingstructures.com/ls-menu/
Lucas, R.W. (2009). Training Workshop Essentials: Designing, Developing, and Delivering Learning Events that Get Results. New York: Pfeiffer. Print.
Native Land Digital. (n.d.). Web page. Retrieved from .https://native-land.ca/
Office of Sustainability, 缅北强奸. (n.d). 鈥溍灞鼻考� Sustainable Events Certification Program: Land Acknowledgement鈥�. Web page. Retrieved from /sustainability/files/sustainability/guide_to_land_acknowledgement.pdf
Science Education Resource Centre, Carleton College. (2017). Think-Pair-Share. Starting Point: Teaching Entry Level Geoscience. Web Link. Retrieved from:
Sheridan Centre for Teaching and Learning, Brown University. (n.d.). 鈥�Interactive Classroom Activities鈥�. Web Link. Retrieved from:
Silberman, M. L. (1996). Active Learning: 101 Strategies to Teach Any Subject. Boston : Allyn and Bacon. Retrieved from:
Stanford University. (n.d.) 鈥淪uccessful breakout rooms in Zoom鈥�. Web page. Retrieved from https://teachingcommons.stanford.edu/news/successful-breakout-rooms-zoom
Tasmanian Institute of Learning & Teaching. (2016). 鈥淗ow to Write ILOs鈥�. Web Link. Retrieved from:
Teaching and Learning Services, 缅北强奸. (n.d.). 鈥淭eaching Resources".Web Link. Retrieved from: /tls/instructors
The University of Texas at Austin Wiki (UTA). (2014).鈥漃lanning Discussion Section Lesson Plan鈥�. Retrieved March 2018 from the UTA Wiki:
Teaching and Learning Services (TLS), 缅北强奸. (2018). Montreal: 缅北强奸.
Teaching Support Centre, University of Queensland. (n.d). 鈥淏OPPPS Model for Lesson Planning鈥�. Web Link. Retrieved from:
University of British Columbia. (2016). 鈥淢ini-lessons Basics/BOPPPS Model for Planning Lessons (Teaching and Learning)鈥�. Web Link. Retrieved from:
University of Pittsburgh. (n.d.). 鈥淭A Handbook: The Teaching Assistant Experience鈥�. Web Link. Retrieved from:
Facilitate
Big Fish Presentations. (2012). 鈥淧reparing Presentations: 5 Ways to Practice 鈥楾il Perfect鈥�. Blog. Retrieved from:
Bloomington, Center for Innovative Teaching and Learning, Indiana University. (n.d.). 鈥淢anaging Difficult Classroom Discussions鈥�. Web Link. Retrieved from:听
Bozarth, J. (2008). From Analysis to Evaluation: Tools, Tips, and Techniques for Trainers. New York: Wiley. Retrieved from: https://mcgill.on.worldcat.org/oclc/228416452
Brookfield, S., and Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass Publishers. Retrieved from: https://mcgill.on.worldcat.org/oclc/58789081
Butterworth, J. & Malz, J. (2016). Workshop facilitation skills [Power Point slides].
Center for Teaching, Vanderbilt University. (n.d.). 鈥淒ifficult Dialogues鈥�. Web Link. Retrieved from:
Center for Teaching and Learning, Berkeley University of California. (n.d). 鈥淐o-Teaching鈥�. Web Link. Retrieved from:
Communication in the Real World: An Introduction to Communication Studies. (2016). 鈥淐hapter 7.2 Group Norms鈥�. Pressbooks by University of Minnesota Libraries Publishing edition. Retrieved from https://textbooks.whatcom.edu/duttoncmst101/chapter/group-norms/听
Conderman, G. (2011). 鈥淢ethods for Addressing Conflict in Cotaught Classrooms鈥�. Intervention in School and Clinic, 46: 4, 221鈥�229. Journal Article. doi/10.1177/1053451210389034
Cook, L., and Friend, M. (1995). 鈥淐o-Teaching: Guidelines for Creating Effective Practices鈥�. Focus On Exceptional Children, 28(3). Journal Article.
Cornell University. (n.d.). 鈥淕etting Started with Establishing Ground Rules鈥�. Web link. Retrieved from https://teaching.cornell.edu/resource/getting-started-establishing-ground-rules听
Howard, J. R. (2015). Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. San Francisco: Wiley. Print. Retrieved from: https://mcgill.on.worldcat.org/oclc/907950901听
McRee, M.A and Haber-Curran, P. (2016). 鈥淓ffective Facilitation Practices in Multi-Day Co-Curricular Leadership Development Programs.鈥� Journal of Student Affairs Research and Practice, 53:3, 331-345. Journal Article.
Philips, D. J. P. (2014). 鈥淗ow to Avoid Death by PowerPoint鈥�. Youtube Video. Youtube: TEDxStockholmSalon Retrieved from:
Queens University. (n.d.). 鈥淎ccessible PowerPoint Presentations Checklist鈥�. Web Link. Retrieved from:
Razzetti, G. (2020). How to encourage courageous conversations at the workplace. Blog post. Retrieved from https://www.fearlessculture.design/blog-posts/exercises-to-promote-psychological-safety-in-your-organization听
Teaching and Learning Services, 缅北强奸. (n.d.) 鈥淭eaching Strategies鈥�. Web Link. Retrieved from: /tls/instructors/strategies
Teaching and Learning Services, 缅北强奸. (n.d.). 鈥淧owerPoint Presentation Guidelines鈥�. PowerPoint Slides. Retrieved from:听/skillsets/files/skillsets/powerpointguidelines.pdf
Teaching and Learning Services, 缅北强奸. (n.d.). 鈥淧erfecting your Pitch. A SKILLSETS Workshop鈥�. PowerPoint Slides.
The Derek Bok Center for Teaching and Learning, Harvard University. (n.d). 鈥淚nclusive Moves鈥�. Web Link. Retrieved from:
University of California, Berkeley. (n.d.). 鈥淓ncouraging Participation鈥�. Web page. Retrieved from https://gsi.berkeley.edu/gsi-guide-contents/discussion-intro/participation/听听
Reflect
Brookfield, S. (2017). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass Publishers. Retrieved from: https://mcgill.on.worldcat.org/oclc/970636117
Campus Labs, 缅北强奸. (2015). 鈥淎ssessment Resources鈥�. 缅北强奸 Webinar. Retrieved from:听
Campus Labs, 缅北强奸. (2015). 鈥淎ssessment 101: The ABCs of Survey Design鈥�. 缅北强奸 Webinar. Retrieved from:听
Center for Research on Learning and Teaching, University of Michigan, (n.d.). 鈥淚mproving Your Teaching: Obtaining Feedback鈥�. Web Link. Retrieved from:听
Chalmers, D., &鈥疓ardiner, D.(2015).鈥�淎n鈥疎valuation鈥疐ramework鈥痜or鈥疘dentifying鈥痶he鈥疎ffectiveness and Impact of鈥疉cademic鈥疶eacher Development鈥疨rograms鈥�. JSEE鈥疭tudies鈥痠n鈥疎ducational Evaluation, vol. 46. 81-91. Journal Article.
Cook, L., & Friend, M. (1995). 鈥淐o-Teaching: Guidelines for Creating Effective Practices鈥�.听Focus On Exceptional Children, 28(3). Retrieved from: https://mcgill.on.worldcat.org/oclc/424723695
Kirkpatrick Partners. (2009). 鈥淭he Kirkpatrick Model鈥�. Web Link. Retrieved from:听
Teaching and Learning Services, 缅北强奸. (2014). 鈥淩ecommended Pool of Questions for Courses and Instructors鈥�. Online PDF document. Retrieved from: /mercury/files/mercury/recommended_pool_of_questions_2014-final_0.pdf
Teaching and Resource Center, Berkeley University of California. (2016). 鈥淓valuating and Improving Your Teaching鈥�. Online PDF document. Retrieved from:
Turnbow, D., and Zeidman-Karpinski, A. (2016). 鈥淒on't Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters鈥�. Communications in Information Literacy, 10(2). 143-162. Journal Article.
University of British Columbia. (2016). 鈥淢ini-lessons Basics/BOPPPS Model for Planning Lessons (Teaching and Learning)鈥�. Web Link. Retrieved from:
Co-Curricular Record
缅北强奸's听Co-Curricular Record (CCR) is听a document that recognizes听a student's involvement in learning opportunities outside the classroom.
缅北强奸 Sustainable Events
An initiative that provides consultation, training, resources, and certification with regards to the sustainability of 缅北强奸 events.
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While this web page is accessible worldwide, 缅北强奸 is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgement is shared as a starting point to provide context for further learning and action.
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